Soalan Sains KBAT

MODUL TOPIKAL KBAT SAINS TINGKATAN 2

Dengan mempunyai dua telinga anda boleh yang kurang canggih
mengenalpasti jarak bunyi tersebut jauh atau dekat. hanya merujuk kepada
pendengaran
B. Mentions hearing sounds from both sides menggunakan dua
(direction) with no mention of locating the source. telinga.
B. Menyatakan arah bunyi tanpa menyatakan
kedudukan sumber bunyi

Examples /Contoh:

You can hear on both sides of you.
Anda boleh mendengar dari arah kedua-dua sisi
badan.

You can hear sounds from all around, not just one
side.
Anda boleh mendengar dari semua arah, dan bukan
hanya dari satu sisi.
With two ears you can hear from more than one
way.
Anda boleh mendengar dari semua arah, dan bukan
hanya dari satu sisi.
Dengan dua telinga, anda boleh mendengar bukan
hanya dari satu arah.

C. Mentions that if hearing is lost in one ear, the
other may still function.
C. Menyatakan jika satu pendengaran hilang,
pendengaran yang satu lagi masih berfungsi

Examples /Contoh:
In the result of being deaf in one ear, you have
another one that is used.
Jika satu telinga tidak berfungsi (pekak), masih
terdapat satu telinga lagi untuk mendengar
If you lost the hearing in one ear, the other one
might still work.
Jika kehilangan pendengaran pada satu telinga,
maka telinga yang satu lagi boleh
berfungsi

Incorrect Response / Jawapan yang salah

A. Gives only a general or vague response relating
to how well one can hear.
A. Hanya memberikan jawapan umum atau tidak

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

jelas berkaitan dengan keupayaan pendengaran
seseorang.

Examples / Contoh:
You hear better.
Pendengaran anda lebih baik.
You can hear half as much with one ear.
Pendengaran terhad menggunakan satu telinga.
Two ears lets you hear a lot more.
The volume is greater.
Dua telinga membolehkan anda mendengar lebih
banyak.

B. Mentions only that hearing is uneven/unbalanced
with one ear.
B. Menyatakan pendengaran tidak seimbang
dengan satu telinga.

Examples / Contoh :

If you had one ear, the sound would be uneven
Jika anda ada satu telinga, bunyi tidak seimbang.
Your hearing would be out of balance.
Pendengaran anda tidak seimbang
You hearing gets balanced better with two ears.
Pendengaran anda lebih seimbang dengan
menggunakan dua telinga

10. Correct Response / Jawapan yang betul

1. Refers to light traveling faster than sound (or
similar).
Merujuk kepada cahaya bergerak lebih laju daripada
bunyi ( atau seumpamanya )

Examples /Contoh:
Speed of light is faster than speed of sound.
Cahaya bergerak lebih laju berbanding bunyi.
Light travels quicker than sound.
Cahaya bergerak lebih cepat dari bunyi
It takes more time for sound to reach her than light.
Masa yang diambil oleh bunyi untuk bergerak
adalah lebih lama berbanding cahaya.

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

Incorrect Response / Jawapan yang salah
Refers only to lightning being closer or thunder
being further away.(explicitly or implicitly).
Hanya merujuk kepada kilat lebih dekat atau guruh
lebih jauh (secara tersirat atau tersurat )

Examples /Contoh:
Thunder has a longer way to go.
Guruh mempunyai jarak yang lebih jauh untuk dilalui
Thunder is striking from kilometers away.
Guruh berdentum dari jarak yang jauh

Refers to lightning occurring first, causing thunder,
or similar. [No explicit mention of the relative
speedof light/sound to travel.]
Merujuk kepada kilat terjadi dahulu dan
menyebabkan berlakunya guruh (atau
seumpamanya). [Tidak menyatakan secara jelas
kaitan laju cahaya/laju bunyi untuk bergerak]

Examples /Contoh:

Lightning is so quick, thunder only happens
afterward.
Kilat sangat laju, guruh hanya terjadi selepas itu
The noise occurs later.
Bunyi bising terdengar selepas itu.
Thunder occurs from lightning.
Guruh terjadi daripada kilat
Thunder is the echo of lightning.
Guruh adalah gema yang terhasil daripada kilat.
Crossed out/erased, illegible, or impossible to
interpret.
Jawapan yang dipalangkan/dipadam, tidak dapat
dibaca atau tidak boleh ditafsir

BLANK/ KOSONG
D. Sunlight

Sinaran matahari

Soil and water / Tanah dan air
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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

12. Correct Response / Jawapan betul

Explanation refers to BOTH light and nutrients. Predicts that plants in
Penjelasan merujuk kepada kedua-dua cahaya dan diagram 2 may grow
nutrien. taller than plants in
diagram 1.
Examples/ Contoh: Meramalkan bahawa
The height of the pea plants will be higher in the tumbuhan dalam rajah 2
second container. The bright light will give the plants boleh menjadi lebih
energy and the nutrients in the soil will help the peas tinggi daripada
grow. tumbuhan dalam rajah 1.
Ketinggian tumbuhan kacang lebih tinggi dalam
bekas kedua. Cahaya yang terang akan
memberikan tumbuhan tenaga dan nutrien di dalam
tanah akan membantu kacang bercambah.
I predict that the peas in diagram 2 will grow higher.
It has more nutrients and more light.
Saya meramalkan bahawa kacang dalam rajah 2
akan bercambah lebih tinggi. Ia mempunyai lebih
banyak nutrien dan cahaya.

Partially Correct Response / Jawapan separa Predicts that plants in
betul diagram 2 may grow
Explanation refers to light OR nutrients OR mentions taller than plants in
that diagram 2 has more basic necessities. diagram 1.
Penjelasan hanya merujuk kepada cahaya ATAU Meramalkan bahawa
nutrien ATAU menyebut bahawa rajah 2 mempunyai tumbuhan dalam rajah 2
lebih keperluan asas. boleh menjadi lebih
tinggi daripada
Examples / contoh: tumbuhan dalam rajah 1.
Diagram 2 will grow taller. This is because it has
more light and plants make food using light. The pea
plants with the bright light shining on them will grow
faster than the pea seeds with the dim light.
Rajah 2 akan menjadi lebih tinggi. Ini adalah kerana
ia mempunyai lebih banyak cahaya dan tumbuhan
membuat makanan menggunakan cahaya. Benih
kacang akan berkembang lebih cepat dengan
cahaya yang terang bersinar ke atas mereka
berbanding benih kacang dengan cahaya malap.

The peas will grow taller in diagram 2 because there
are more nutrients to help with growth.
Pokok Kacang akan menjadi lebih tinggi dalam rajah
2 kerana terdapat lebih banyak nutrien untuk
membantu dengan pertumbuhan.

Diagram 2 has more basic necessities than diagram
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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

1.
Rajah 2 mempunyai lebih keperluan asas
berbanding daripada gambar rajah 1.

Incorrect Response / Jawapan yang salah

Predicts that plants in diagram 1 may grow taller
than plants in diagram 2.
Meramalkan bahawa tumbuhan di rajah 1 boleh
menjadi lebih tinggi daripada tumbuhan dalam rajah
2.

Explanation refers to a low intensity of light causing
spindly (leggy) growth.
Penjelasan merujuk kepada intensiti cahaya yang
rendah menyebabkantumbuhan tumbuh seperti
biasa tetapi kurus.

Examples / contoh :

The pea plants under dim light grow a long stem
because of the dim light.
Tumbuhan kacang di bawah cahaya malap
mencambahkan batang yang panjang kerana
cahaya malap.

Other incorrect (including crossed out, erased, stray
marks, illegible, or off task)
Lain-lain jawapan salah (termasuk garisan
melintang, dipadam, tanda seru, tidak boleh dibaca,
atau di jawapan lain)

BLANK/ KOSONG

BAB 2: NUTRISI Note / Catatan

No Answer/ Jawapan
1. C. Raw materials for cell growth and repair

Bahan untuk pertumbuhan dan memperbaiki sel
2. D. Chicken / Ayam
3. D. Substances that people need in small amounts in

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

order for their bodies to function normally
Bahan yang diperlukan dalam jumlah yang kecil
untuk membolehkan badan berfungsi dengan normal
4. B. Bread, vegetables and fish
Roti, sayur-sayuran dan ikan
5. C. Bladder / pundi kencing
6. C. Small intestine / Usus kecil
7. C. Digestion / Penghadaman
8.
1. Correct Response / Jawapan betul
Names saliva and explains that is makes the food
moist or soft[ mechanical process].
Menamakan bahan tersebut sebagai air liur dan
menerangkan ia menjadikan makanan tersebut
lembab dan lembut (proses mekanikal)

Examples / contoh :
Saliva. It helps us swallow.
Air liur. Ia membantu kita untuk menelan

2. Names saliva and explains that it breaks down the
starch or food. [Chemical process].
Menamakan bahan tersebut sebagai air liur dan
menerangkan ia memecahkan kanji atau makanan.
(proses kimia).
Names enzymes and explains that they break down
the starch or food.[Chemical process].
Menamakan bahan tersebut sebagai enzim dan
menerangkan ia memecahkan kanji atau makanan.
(proses kimia)

Other correct / Jawapan lain yang diterima:
Names a substance and provides a reasonable
explanation.
Menamakan bahan dan memberikanpenjelasan yang
munasabah.

Partially Correct Response / Jawapan separa
betul
Names saliva but with no description or with an
incorrect description ofwhat it does.
Menamakan bahan tersebut sebagai air liur tetapi
tiada penerangan atau penerangannyasalah.

Examples / contoh :

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

Saliva. Contains acid which helps digesting the food.
Air liur. Mengandungi asid yang membantu
mencernakan makanan.
Names enzymes but with no description or with an
incorrectdescription of what they do, such as It digest
starch.
Menamakan bahan tersebut sebagai enzim tetapi
tiada penerangan atau penerangannya salah, seperti
ia mencernakan kanji.

Other partially correct.
Jawapan lain yang tidak lengkap tetapi boleh
diterima.

Incorrect Response / Jawapan yang salah
Acid. With or without description.
Asid. Dengan atau tanpa penerangan.
Teeth, tongue, etc. With or without description.
Gigi, lidah dan lain-lain. Dengan atau tanpa
penerangan.

Other incorrect (including crossed out, erased, stray
marks, illegible, or off task)
Lain-lain jawapan salah (termasuk garisan melintang,
dipadam, tanda seru, tidak boleh dibaca, atau di
jawapan lain)

BLANK/ KOSONG

9. C. Cheese /Keju
10.

1. Correct Response / Jawapan betul
Mentions agriculturally-related factors (soil depletion,
overgrazing, erosion,poor farming techniques).
Menyatakan factor-faktor berkaitan pertanian
(kekurangan tanah, makan berlebihan, hakisan,
teknik pertanian yang kurang berkesan)

Examples / contoh :
When the soil cannot grow any food.The farmers may
have tried to raise too many animals on the land.
Apabila tanah tidak dapat menghasilkan makanan
Petani menternak terlampau banyak haiwan di
kawasan

2. Mentions natural disasters or weather-related factors
(floods, earthquakes, rain distribution, drought,
temperature, sun, etc.).

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

Menyatakan bencana alam atau faktor-faktor
berkaitan cuaca (banjir, gempa bumi, taburan hujan,
kemarau, suhu, matahari, dll)

Examples / contoh :
Not enough rain. / Tidak cukup hujan
Too much heat (sun). / Panas yang melampau

3. Mentions crop disease, insect infestation or other
pests.
Menyatakan penyakit tanaman, serangan serangga
atau perosak.

Examples / contoh :
Famine occurs because of disease of the crop.
Kebuluran berlaku disebabkan penyakit tanaman
Plagues / Wabak penyakit

4. Mentions overpopulation or consumption
Menyatakan kepadatan penduduk atau penggunaan
berlebihan

Examples / contoh :
There are too many people and too little food.
Terlampau banyak manusia dan sedikit makanan.

5. There may be too many people living in that
area.Mentions specific social/economic/political
factors..
Terlampau ramai orang menghuni sesuatu kawasan
Menyatakan factor social/ ekonomi/politik

Examples / contoh :
War / Peperangan

6. Lack of money to keep crops growing. Mentions
pollution or other contamination.
Kekurangan wang untuk membolehkan tanaman
tumbuh. Menyatakan pencemaran atau lain-lain
pencemaran.

Examples / contoh :
Unsanitized food could not be eaten.
Makanan yang tidak bersih tidak sesuai dimakan.
The soil was polluted.
Tanah yang tercemar

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

Incorrect Response / Jawapan salah

Mentions ONLY a lack or need of food (or other
responses related to a general definition of famine).
Menyatakan HANYA kekurangan atau keperluan
makanan (atau mana-mana jawapan berkaitan
dengan definisi kebuluran)

Examples / contoh :
Famine occurs when you are hungry.
Kebuluran berlaku apabila lapar

Response too vague.
Jawapan kurang jelas.

Examples / contoh :

The government. / Kerajaan.
Other incorrect (including crossed out/erased, stray
marks, illegible, or offtask).
Jawapan lain yang salah ( Tidak sepadan, di padam,
tersilap langkah, sukar dibaca, terkeluar tajuk)

BAB 3: BIODIVERSITI

No Answer/ Jawapan Note / Catatan

1. B. Glands that make milk.

Kelenjar yang menghasilkan susu.

2. D. An amphibian / Amfibia

3. B. Whales / Ikan paus

4. D. Since mammals, but not lizards, are warm-blooded,

they will maintain their body temperature using heat

from metabolic processes

Disebabkan mamalia adalah berdarah panas tidak

seperti cicak, mereka akan mengekalkan suhu badan

menggunakan haba dari proses metabolic badan

5.

1. Correct Response / Jawapan betul

The same in both climates with a specific explanation i) Explanations that

as indicated in the note above. specifically mention of

Kedua-dua iklim yang sama tanpa penerangan yang the following should

khusus seperti nota di atas receive 1 point:

i)Penerangan yang

khusus seperti di bawah

layak menerima 1

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

Examples / contoh : markah:
Humans are warm blooded so they don’t rely on the
climate to change body temperature. a) Humans being warm
Manusia berdarah panas , suhu badan tidak berubah blooded OR
Manusia berdarah panas , suhu badan tidak berubah a)manusia berdarah
panas ATAU

The body temperature is the same in all humans.It’s b) Temperature
98.6OF remaining constant at 37
Suhu badan adalah sama pada semua degrees C or 98.4
manusia.Suhu 98.6 OF degrees F ORb)suhu
kekal pada 37 darjah C
atau 98.4 darjah F ATAU

The same in both climates because all body c) The body only being
temperatures are around the same degrees. able to function within a
Sama pada kedua-dua iklim kerana suhu badan small range of
berada pada darjah yang hampir sama temperature
People in hot climates sweat to maintain their body OR
temperature. c)Badan hanya boleh
Orang yang berada di iklim panas mengekalkan suhu berfungsi dalam julat
badan dengan berpeluh. suhu yang kecil
ATAU
People in hot climates sweat to keep their
temperature constant and people d) References to
Incold climates need to wear much heavier clothing. sweating, shivering, etc.,
Orang yang berada di iklim panas berpeluh untuk as mechanism for
mengekalkan suhu yang tetap dan orang yang maintaining constant
berada di iklim sejuk body temperature.
(Responses that only
state sweating,
shivering,etc. without
further explanation will
be no point

d) Merujuk kepada
proses berpeluh,
menggeletar,dan lain-
lain sebagai mekanisme
untuk mengekalkan suhu
badan. (Tiada markah
untuk respon yang
hanya menyatakan
berpeluh, menggeletar
tanpa penerangan.)

ii) If the numerical value
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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

is incorrect, but the
concept is correct, score
as 1pointi
i)Skor 1 , jika nilai angka
tidak tepat tetapi konsep
betul yang khusus
seperti nota di atas

Incorrect Response / Jawapan salah
The same in both climates with a vague, incorrect or
no explanation.
Sama pada kedua-dua iklim tanpa penerangan yang
jelas , kurang tepat atau tiada penerangan.

Examples / contoh :
I think it would be the same because your body
doesn’t change just because of the temperature.

Body temperature is not affected by the surrounding
environment.
Suhu badan tidak dipengaruhi oleh keadaan
persekitaran.

Sweating / Berpeluh.

The people in hot climates will try to keep themselves
cool while the people living
in cold climates will try to keep themselves warm.
Orang yang berada di iklim panas akan cuba
menyejukkan badan mereka dan orang yang berada
di iklim sejuk akan cuba memanaskan badan
mereka.

BAB 5: AIR DAN LARUTAN NOTES/CATATAN

NO ANSWER/JAWAPAN

1. Correct response
Response includes the three following steps:
i. Evaporation of water source
ii. Transportation of water as vapour
iii. Precipitation in other places
Partial response
Does not mention evaporation
Does not mention transportation
Does not mention precipitation
Other partially correct

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

Incorrect response
Indicates precipatation only
Other incorrect
Non response
Blank
2. Correct response
Describe a correct procedure that includes the
following basic steps (may use diagrams)

i. Boiling/evaporation to separate water from
salt

ii. Collecting the distilled water (condensation)

Examples:
Heat the salt water, catch the steam on a tray, drip it
into a cup and the salt will be left in the bucket and
drinking water in the cup.
Boil the sea water taking the steam up to a tube and
letting steam turn back into water.

Partial response
Describe boiling/evaporation step to separate water
from salt; condensation is omitted

Examples:
Maybe if you boiled the salt water the salt would
separate from the water.
Take the salt water and boil it and the stean will creat
a great drinking water.
OR
States the ‘distillation’ or simillar but no description of
the process is given.
Incorrect response
Mention boiling but with no or incorrect indication of
separation included.

Examples:
You can boil it.
OR
Mention filtering to separate salt

Examples:
Make it go through a filter
Non responsive
Blank

3. B
4. Correct response

Explanation refers explicitly to the formation of water Responses may use

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

(and salt) from the neutralization reaction. words or a chemical
equation. The equation
Examples: does not need to be
Hydrochloric acid and sodium hydroxide will mix completely correct for
together to form water and salt, which is neutral. credit as long as
The hydrogen ions combine with the hydroxide ions neutralization is clear.
to form water, so the litmus paper does not change
colour.

Partial response
Explanation refers explicitly to neutralization (or
equivalent), but the specific reaction is not
mentioned.

Examples:
When you mix acid and alkali, the mixture becomes
neutral and has a pH of 7.
The HCl neutralizes the NaOH, and the NaOH
neutralizes the HCl.
The mixed solution is neutral, so litmus paper does
not react.
Acid + base = neutral solution

There is a neutralization reaction.

Incorrect response
Explanation refers to a chemical reaction taking
place (implicitly or explicitly) to form products that do
not react with litmus paper (or similar).
[Neutralization is not explicitly mentioned.]

Examples:

The acid and base react, and the new chemicals do

not react with litmus paper.

The chemicals that change the litmus paper must

have a chemical reaction to each other.

Therefore they will not change the color of the paper

anymore.

They form a new solution that has different

5. D

6. Correct response Rsponses that check

Chemical change and explains that the milk had physical change and

become acidic. describe chemical

change should be

Examples: considered as incorrect

The acidity changed. This shows that chemicals are response.

reacting which results in the change.

The milk has turned acid, thus the litmus paper

turned red.

The milk changed from a base to an acid.

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

The bacteria in milk turned sugar into acid.

OR

Chemical change and explains that new
substances are forming (chemical reaction taking
place) OR mentions decomposition/fermentation.

Examples:
The milk has started to decompose which is a
chemical change.
The milk became sour and cannot be drunk. A
chemical change has occurred because a new
substance is formed.

OR

Chemical change and explains that bacteria have
grown (and “spoilt” the milk).

Examples:
The milk turned sour from bacteria.
Because there were bacteria in it.

OR

Chemical change with an explanation referring to
differences between physical and chemical changes.

Examples:
Chemical changes are irreversible, while physical
changes are reversible.
The milk cannot be transformed back into its original
state, thus it is chemical.

Other correct.

Examples:

The milk would have started to go bad.
The milk has spoilt so it is a chemical change.

Incorrect response
Chemical change with an incorrect or no
explanation.

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

Examples:
The milk was older so it caused the chemicals in the
milk to change.

OR

Physical change with or without an explanation.
Examples:
After two days, bacteria have entered the milk,
making the milk spoil. Thus there is a change in
color and taste of the milk.
A physical change took place as the change cannot
be reversible.

Other incorrect (including crossed out/erased, stray
marks, illegible or off task).

7. Correct response

100oC (equal). A correct response must

indicate 100oC (equal,

Examples: same) and include a

Equal. The boiling point of water is 100 degrees. correct explanation

100oC. Because that is the highest boiling point. based on water boiling

Equal. Water boils at 100oC no matter what. (phase change)

Equal. It only takes 100oC to boil water. The excess occurring at a constant

energy evaporates the water. temperature.

Equal. Because it still at its boiling point 100oC.

Incorrect responses
100oC (equal). With no explanation or an incorrect
explanation.

Examples:
Equal. Not enough time to heat up.
100oC. Because that is how high the thermometer
goes.

OR

Greater than 100oC. With no explanation or an
incorrect explanation.

Examples:
Greater. Because if he heated it again it would still
be hot from last time.
Greater. Because it was on there longer.
Greater. Because the heat went up.
Greater. Because he turned the temperature up on

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

the elements.
Greater. It goes up every second.

Greater. The boiling point is 100oC, but it can still
hotter before it evaporates.
Greater. Boiling water can reach temperatures of
100oC.

OR

Less than 100oC. With no explanation or an incorrect
explanation.

Examples:
Less. Because if it is not boiling, it is below the
boiling point of 100oC.

8. Correct response To receive credit,

Response includes a statement of the problem: responses must be

determining the effect of (dissolved) salt on freezing related to the relative

(point, rate, temperature) of water. rates of freezing for fresh

and salt water.

Examples:

Find out if salt affects freezing water. Responses may include

She can find out which container freezes first. either a statement of the

She can find out if water freezes easier with problem being

dissolved salt or without dissolved salt. investigated in the

experiment (determining

OR the effect of salt on

the freezing point (rate)

Response includes a conclusion of the relative rates of water), or a conclusion

of freezing (or freezing points, temperatures) based based on prior scientific

on prior scientific knowledge. knowledge (e.g. the fresh

water will freeze first).

Examples:

Regular water will freeze before salt water will. Explanations based on

The salt water will not be frozen. knowledge of practical

applications of salt

Other correct. lowering the freezing

point of water should be

Incorrect responses considered as “other

States that the salt water would freeze first. correct”.

Examples:
Salt water will freeze because it has a solid in it.
The plain water will not be frozen yet.

OR

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

State that the salt water would not freeze first.

Examples:
Salt water will freeze first because it has a solid in it.
The plain water will not be frozen yet.

OR

State that salt water will never freeze (or similar).
[Extrapolation beyond the conditions of experiment].

Examples:
The container with salt in it will never freeze.
Salt water cannot freeze because of the salt
crystals.

Other incorrect (including crossed out/erased, stray
marks, illegible or off task).

9. Correct response

Describes one way that groundwater can become Accepted ways that

polluted. groundwater can

become polluted include

Examples: reference

Pesticides used by the farmers can leak into ground to:

with rainwater. Pesticides Landfills

Disposing of factory waste in water. (rubbish, garbage),

We bury our litter and waste underground by landfill. Fertilizers, Acid rain,

Acid rain can make water acidic. Factory waste, Sewage,

Things get absorbed by the soil and seep into the Chemicals (salt), Oil,

water. Leaking pipes,

Because at dump sites toxic can be dumped on the

land and the toxic liquid absorbed into the ground.

Incorrect responses
Incorrect (including crossed out, erased, stray
marks, illegible, or off task).

Examples:
The dirt can become mixed with the water.
When stuff is put down sewers and pollutes it.
Because of the drains.
It can get dirty.
Gases in the air turn to vapor.

10. B

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

11. A. Correct response

Mentions a device/process that can be used to A correct response must

locate, contain, disperse, break down, or collect the clearly describe a device

oil spills, etc. or process and be

connected to the

Examples: application of science or

Mechanical barriers can be put up to contain the oil. technology. Responses

Organisms have been created that can break down that merely state what

oil. needs to be done (e.g.

Vacuum the oil up. locate the oil) are not

Treat with special detergents. adequate as a correct

response and should be

OR considered incorrect

response. Common

Mentions a device/process for improving the sense, practical

technology of oil tankers (construction, navigation, responses or those

communications, etc. based on individual

Examples: activities will not be given

Make oil tankers with double hulls. credit without a clear link

Tankers should have separate tanks for oil and to the application of

ballast water. science and technology.

Develop new, stronger materials for ships that Although the stem does

cannot be broken by rocks or icebergs. not specify whether the

technology must be

Other correct. currently available,

answers should be

reasonable and realistic

Incorrect response based on current

technology.

Give only a common sense response that is too

vague or does not specify the application of science

and technology.

Examples:
Be more careful. Don’t run into rock.
Put the oil on airplanes instead of ships.
Fix the ships.
Reduce the amount of oil that the tankers carry.
Technology can be used to retrieve the oil as it floats
in water.
Remove the oil.

Other incorrect (including crossed out/erased, stray
marks, illegible, or off task)

Non response
Blank.

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2

B. Correct response A correct response must

clearly describe a device

Describes an alternative energy source or mode of or process and be

transportation (to reduce carbon dioxide emissions connected to the

from the burning of fossil fuels). application of science or

technology. Responses

Examples: that merely state what

Electric cars. needs to be done (e.g.

Solar panels that provide heat. remove carbon dioxide)

Nuclear power plants that make electricity. are not adequate as a

correct response and

OR should be considered

incorrect response.

Describes an improvement in automotive technology, Although the stem does

factories, fuels, etc. (to reduce carbon dioxide not specify whether the

emissions). technology must be

currently available,

Examples: answers should be

Make more fuel efficient engines. reasonable and realistic

based on current

technology.

SOALAN PISA 1

1. B Kondensasi

2. √ Ia merupakan bahan kalis air

]
3. 2 markah:

Penjelasan mesti menunjukkan pemahaman bahawa
suhu padang pasir yang sangat rendah menukarkan
wap air dalam udara bertukar menjadi kabus DAN
Titisan kabus terperangkap di jaring bertukar
menjadi air.
Explanation must include an understanding that the
desert’s temperature becomes very low and
condenses the water vapour into fog AND The fog
droplets were trapped in the net condensed to water.

1 markah:
Hanya menjelaskan suhu padang pasir yang sangta
rendah menukarkan wap air kepada kabus TETAPI
TIDAK menerangkan wap air terperangkap di jaring
bertukar menjadi air.
Only explain the desert’s temperature becomes very
low and condenses the water vapour into fog OR

68

MODUL TOPIKAL KBAT SAINS TINGKATAN 2

The fog droplets were trapped in the net condensed
to water.

0 markah:
Respon yang lain
Other responses

4. 7 Jaring
5. 2 markah:

Menjelaskan pembolehubah tetap ialah saiz jaring
yang sama, lokasi dan jangkamasa mengumpul air
yang sama, DAN
Pembolehubah yang dimanipulasi ialah jenis bahan
jaring dan pembolehubah yang bergerak balas ialah
jumlah air yang terkumpul.

Explain the fixed variables are the size of the net,
location and the same period of time for collecting
water. AND
Manipulated variable is the type of net and
responding variables is the amount of water
collected.

1 markah:

Menjelaskan hanya SATU sahaja daripada jawapan
di atas.
Explain only ONE of the answer above.

0 markah:

Respon yang lain
Other responses

SOALAN PISA 2

1. 2 markah:
Menjelaskan kain sari yang disusun berlapis DAN
mampu menghalang kebanyakan pathogen yang
menyebabkan penyakit.
Folded saree cloth AND prevent most pathogen that
caused diseases.

1 markah:
Menjelaskan kain sari yang disusun berlapis ATAU
mampu menghalang kebanyakan pathogen yang
menyebabkan penyakit.
Folded saree cloth OR prevent most pathogen that

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2
NOTES
caused diseases

0 markah:
Respon yang lain

2. 1 markah:
Menjelaskan basuhan yang banyak kali akan
mengecilkan ruang di antara serat dalam kain
Repeated washing reduces the space between the
fibres.

0 markah:
Respon yang lain

3. 1 markah:
Menyatakan meminum air bertapis adalah baik untuk
kesihatan ATAU menggunakan penapis kapas
adalah lebih berkesan.
Drinking filtered water is good for health OR using
cotton filter is more effective.

0 markah:
Respon yang lain

4. Tidak
Ya
Tidak

2 markah:
Ketiga-tiga BETUL
1 markah:
Hanya 2 sahaja BETUL
0 markah:
HAnya 1 BETUL atau tiada yang BETUL

BAB 7: DINAMIK

NO ANSWER SCHEME
1. D
2. D
3. E
4. Correct response
Response includes both regions (i) and (ii).

Examples:

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MODUL TOPIKAL KBAT SAINS TINGKATAN 2
NOTES
At low mass, it grew 2 for every 10 grams.
Then it changed by 1 at 40g. Then at 50g, it did not
grow any more.
It increases by 2’s until 30, increases by 1’s until 50,
and increases by 0 at 60.
The length increased steadily up to 40g, and then it
increased just a little bit more until it was 13cm at 50
and 60 grams.
At first it got longer every time you added a mass,
but then after a while, it did not get any longer.

Incorrect response

Includes only region (i).
Response references only an increase in length as
more mass is added but discussion of leveling off is
inadequate or missing.

Examples:
The length increased as more mass was added.
The spring length got 2cm longer with each mass.
It increased by 2cm each time until 40 grams.

OR

Refers only to leveling off of spring length or
decreasing increments at higher masses.

[Description of change in region (i) is inadequate or
missing.]

Examples:
It stretches but only up to 13 cm.
After 50 grams it did not change.
It stretches less at higher masses.

Other incorrect (including crossed out/erased, stray
marks, illegible, or off task)

5. C

NO BAB 10: MESIN RINGKAS
ANSWER SCHEME
1. D
2. E 71

MODUL TOPIKAL KBAT SAINS TINGKATAN 2

3. D
4. D
5. D
6. A. Correct response

Joan’s Diagram Egyptian Lever

Effort Downward pull of the worker

Load Stone block
Fulcrum Tree trunk
Lever arm Wooden pole

Incorrect response

Matches two parts of the lever correctly.
Matches one part of the lever correctly.

Other incorrect (including crossed out/erased, stray
marks, illegible or off task).

B. Correct response

1,000 Newton

Incorrect response

Other incorrect (including crossed out/erased, stray
marks, illegible or off task)

---SKEMA JAWAPAN TAMAT---

PANEL PENYUMBANG
72

MODUL TOPIKAL KBAT SAINS TINGKATAN 2

PENASIHAT:

Pn. Sallina binti Hussain Ketua Sektor, Sektor Pengurusan Akademik, JPN

En. Sujak bin Maskan Johor
En. Junit bin Yasir Ketua Penolong Pengarah Sains, SPA
Pn. Aerma Nurazalina binti Musa Sektor Pengurusan Akademik
Hjh. Zunairah binti Ahmad Sektor Pengurusan Akademik
Sektor Pengurusan Akademik

PANEL: SMK Senggarang, Batu Pahat, Johor
SM Sains Kota Tinggi, Kota Tinggi, Johor
Mohd Hizamri bin Kamarudin SMK (P) Temenggong Ibrahim, Batu Pahat, Johor
Mohd Ahir bin Samsuri SMK Tunku Mahmood Iskandar, Batu Pahat,
Yusup bin Abd. Latip
Zainab binti Ari Johor
SMK Banang Jaya, Batu Pahat, Johor
Nor Huda binti Mohamad Ali SMK Datin Onn Jaafar, Batu Pahat, Johor
Juaidah binti Radin SMK Suria Perdana, Batu Pahat, Johor
Roslindawati binti Baharom

73